Beruflich Dokumente
Kultur Dokumente
6 08/05/15
First Name
Kaylie
Last Name
Chong
UH Email
kaylielc@hawaii.edu
Date
TBD
Semester
Fall
Year
2015
Grade
Level/Subject
1 / Social Studies
Lesson Duration
35 Minutes
Title
Economics
Topic
Benchmark SS.1.8.3
Ver. 6 08/05/15
Students will have:
Learned about services (e.g. definition, examples, etc.) in the previous lesson
Experience receiving services (e.g. going to the dentist, going to the doctors, etc.)
Learned about various community helpers and jobs (e.g. police officers, firefighters,
librarians, etc.)
Experience working in pairs
Academic Language
Oral and written language that the students need to learn and use to participate and engage in
the content
Ver. 6 08/05/15
Services / Jobs
Perform / Do
Needs
Wants
Students will be hear and learn about these terms during the READ ALOUD and the
REFLECTION.
Instructional Strategies and Learning Tasks
A description of what the teacher will do and say and what the students will do during the
lesson that 1) uses clear steps that convey the use of multiple strategies, supports, and
resources and 2) offers opportunities offered for multiple modes of participation
Ver. 6 08/05/15
READ ALOUD: Read Whats My Job? By Lyn Calder on Carpet (10 Minutes)
Teacher will
o Read book
Students will
o Listen to book
MATCH-IT GAME (EXPLANATION + ACTIVITY): Pair Work around the Classroom (10
Minutes)
Teacher will
o Explanation
Materials:
Picture Cards (10)
o Image of service providers
Who Am I? Cards (10)
o Description of service providers
Specifics:
Each student will be given either a Picture Card or a Who Am I?
Card
You will read the card and have to figure out who has your
matching card (e.g. if you have a Picture Card you need to find
the matching Who Am I? Card)
After you have correctly found your match, you will have a seat
on the carpet with your partner
o Model for students (with a student or with Mentor Teacher)
o Activity
Give students cards (strategically assigned)
-----STUDENTS BEGIN---- Walk around and assist students by asking questions (e.g. What does
your card show? or Who performs that service/job?) and commenting
(e.g. Lets look at that card again, etc.)
Students will
o Explanation
Listen to Activity Explanation
o Model
Watch modeling
Ask questions for clarification
o Activity
Engage in game
REFLECTION: Whole-Group Discussion on Carpet (15 Minutes)
Teacher will
o Explanation
Sit in a circle
Partners take turns in reading their cards to the rest of the class
Who Am I? Card is shown
Class guesses the service provider
Ver. 6 08/05/15
Differentiation
Instructional strategies and planned supports to meet the needs of individuals, and/or groups of
students who require different strategies or support (adaptations to instructional strategies, the
learning environment, content, and/or assessments)
Heterogeneous Pairs (Promotes collaboration & can build/deepen understanding)
o Benefits:
Struggling students
ELL student
Visuals/Book (Communicates information through words and visual representations,
Students are able to see and hear)
o Benefits:
Struggling students
ELL student
Hands-on activities (Deepen understanding by providing a meaningful learning
experience, Students do instead of just hear)
o Benefits:
Struggling students
ELL student
Teacher modeling (Provides students with an example of how they can go about doing
the tasks/activities)
o Benefits:
Struggling students
ELL student
Discussions (Promotes collaboration & can build/deepen understanding)
o Benefits:
Struggling students
Instructional Resources and Materials
Books, texts, and other materials needed for the lesson
Whats My Job? By Lyn Calder
Picture Cards (with images of service providers + student names on back) (10)
Who Am I? Cards (with description of service providers) (10)
Ver. 6 08/05/15
Lesson Plan Reflection
An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for
students who needed greater support or challengeto better support student learning?
o Why do you think these changes would improve student learning? Support your
explanation with evidence of student learning AND principles from theory and/or
research.
Based on your reflection and your analysis of student learning, describe the next steps
for instruction to support students learning.
o Explain how these next steps follow from your reflection and analysis of student
learning. Support your explanation with principles from research and/or theory.
N/A